23rd june, 2020@rihe opening seminar) · 1. 18-years old population and number of international...
TRANSCRIPT
A Study on the Influence of Significant Others on
Japanese and Foreign High School Student’s Career
Development to the English Degree Program in Japan
Noboru MIYOSHI, Ph.D
Associate Professor, Hiroshima University, Japan
(23rd June, 2020@RIHE Opening Seminar)
1. 18-Years Old Population and
Number of International Students in Japan
• Decreasing number of 18-years old population
Country/Regions Number % Country/Regions Number %
China 114,950 38.4 France 1,493 0.5
Vietnam 72,354 24.2 Germany 924 0.3
Nepal 24,331 8.1 Cambodia 913 0.3
Korea 17,012 5.7 Russia 771 0.3
Taiwan 9,524 3.2 Italy 715 0.2
Sri Lanka 8,329 2.8 Bhutan 714 0.2
Indonesia 6,277 2.1 United Kingdom 703 0.2
Myanmar 5,928 2.0 Canada 483 0.2
Thailand 3,962 1.3 Brazil 466 0.2
Bangladesh 3,640 1.2 Australia 460 0.2
Mongolia 3,124 1.0 Sweden 425 0.1
Malaysia 3,094 1.0 Singapore 408 0.1
United States 2,932 1.0 Pakistan 397 0.1
Philippines 2,389 0.8 Spain 386 0.1
Uzbekistan 2,132 0.7 Others 8,137 2.7
India 1,607 0.5 Total 298,980 100
YR2018
• Most of international students in Japanese
universities come from China
18-Years Old Population International Students
Source: School Basic Survey (2019)
2. Recent Policy of Internationalization in Japan
•Japanese Prime Minister Fukuda
announced that Japan is presenting on
a plan to attract “300,000 international
students” until 2020 (2008-2020)
• (Domestic View) This plan is expected
to tackle problems of decreasing 18
years population (Aging society)
• (1) Japan needs international students
to fill up the gaps by the declining 18-
years population (Aging Society)
• (2) Many international students from
outside of Japan to come in and help
sustain Japan’s economic power
•Since 2014, the Japanese Ministry of
Education, Culture, Sports, Science and
Technology (MEXT) provide prioritized
support to Top global universities that
are leading the internationalization of
Japan’s education by launching new
programs to encourage and deepen
interactions and with the world’s top
100 universities, enhancing educational
systems to help students develop the
ability to act globally
The 300,000 Students Plan Top Global University
3. Previous Research and Challenge
Although it is a Japanese degree program, there have beensome researches on the career development of foreign highschool students. A study by Miyoshi etc (2020), which examinedthe influence of international university environment on thecareer development of foreign high school students, it has beenclarified that the quantitative of applicants from foreign highschool and also foreign faculties encourage their careerdevelopment to the Japanese degree program.
Miyoshi (2019) focused on the effect of admissions publicityrevealed that admissions consultation had significant effect. So,in the case of foreign high school students to Japanese degreeprogram, the effectiveness of international universityenvironment and admissions publicity has been verified.
The trend of research on career development for English degreeprograms, which is the theme of this study, is that this Englishdegree program itself has just been newly established by TGU.Due to the fact that the number of students going to Englishdegree program in Japanese universities is limited, research hasnot progressed, including the influence of significant others.
Although it is a research on the career development of Japanesehigh school students to Japanese degree program, the study byMiwa and Tomamechi (2011) have been verified influence offamily background and pointed out the individual consciousnessregarding career development is restriction by familybackground, there has been many researches on the effect ofsignificant others.
Previous Research
• It can be said that if these are sociologically deciphered, they can be interpreted as evidence of the
“socialization effect”. Is this “socialization effect” also effective in considering the career development
of Japanese and foreigner high school students to English degree program in Japanese universities? In
other words, it can be said that there is still possibility for over considering the differences in the
influence of significant others on career development of Japanese and foreign high school students to
the English degree program in Japanese universities, taking into consideration family backgrounds.
Challenge
4. Previous Research and Challenge
• The research method adopted in previous researches are a quantitative approach
using multiple regression analysis. Although the quantitative method based on
multiple regression analysis is effective in estimating the causal effect under the
fixed independent variable and multiple dependent variables, it is difficult to
interpret the background of the causal relationship (Hoshino, 2009).
• In examining and considering the influence of significant others on career
development of Japanese and foreigner high school students to English degree
program, the casual relationship between them is more significant than Japanese
degree program. Since it was important to know the background, this research
uses a qualitative method based on semi-structured interview survey.
• In other words, it is assumed that there is difference by the influence of
significant others between Japanese and foreigner high school student to English
degree program, and in the case of being influenced by seniors and friends, it is
important to understand where the seniors/friends go to study abroad to university
and also the relationship between the students and seniors/friends. And if
students are influenced by mother, we can understand not only the relationship
between the students and mother, but also it is supposed to be important about
your mother’s English ability, whether or not the mother has studied abroad, and
where she was studying abroad to university.
Challenge (Method)
5. Research Purpose and Hypothesis
• The purpose of study is to examine the differences between
Japanese and foreign high school students in career development
to English degree program in Japan. This research focus on the
influences of seniors, friends, and mother as significant others.
Research Purpose
Foreign High School Students (General High School Students)
Seniors and Friends
Who are Close Contact
English Degree Program
in Japanese University
Foreign High School Students (International Baccalaureate Students,
International School Students)
Mothers with High English Proficiency & Studying Abroad Experience
English Degree Program
in Japanese University
Japanese High School Students (General High School, International
Baccalaureate, International School Students)
Mother Who are Close Contact English Degree Program
in Japanese University
Hypothesis
6. Research Method
• we conducted semi-structure interview in October 2019 for first-year
undergraduate students of the English degree program in Tohoku
University, Kyushu University, and Hiroshima University, which were
adopted by TGU. Interviews were conducted in English for foreign high
school students, and in Japanese for Japanese high school students. After
obtaining permission to record the interview in advance, we conducted to
interview for one hour each. And these all tapes were transcribed, and
transcript was written in English.
Method
About interviewee himself/herself and family status (gender, nationality, school type, high
school name, age, economic status, and English external test score)
About current desired career (desired career, desired university name, desired university
faculty name)
Questions
Interview Profile
Sex Age Nationality High School Type Target Country Target University Target Faculty
A Male 18 China International Baccalaureate School Japan National Economics
B Female 19 Korea General High School Japan National Engineering
C Male 18 Indonesia International School Japan Private Education
D Male 18 Japanese International Baccalaureate School Japan National Science
E Female 19 Japanese General High School Japan & U.S National International Relations
F Male 18 Japanese International Baccalaureate School Japan & U.S Private Liberal Arts
• Japan has the second largest number
of Nobel Prize winners after the United
States, so I feel that Japanese
universities are academically superior.
That’s why I would like to study abroad
to Japan. (In response to the
interviewer’s question that United
States would be better for that reason)
I feel that United State is a country
where people with various cultures and
educational backgrounds gather,
honestly speaking, I would like to go.
However, entrance fees and tuition
fees for international students is too
high and part-time job is limited. And it
is too culturally different, so I am
worried that I will be able to join well
into the university.
7. Background of Studying Abroad to Japan
A
Interview with foreign high school students (IB)
Financial Reasons
• I feel that there are many syllabuses in
English, increasing in the number of
international students, and a large
number of specialized courses offered
in English. So, I would like to come to
Japan. (In response to the
interviewer’s question that if you go to
university in English speaking
countries/regions such as United
States, these environment would be
more enriched) I think it is true, but I
am interesting in peace education and
Japan is close from my home country,
So I feel Japan is best place to study
abroad.
8. Background of Studying Abroad to Japan
B
Interview with foreign high school students (GH)
Academic Reasons
• I want to work for a global company
such as Sony and Toshiba in Japan.
So, I would like to study abroad to
Japan. (In response to the
interviewer’s question that you could
work at a local subsidiary in your home
country without going to Japan) I
would like to be involved in the
business between my home country
and Japan from the Japanese side. I
can contribute to the economic
development of my home country from
a perspective that I could not see
before.
9. Background of Studying Abroad to Japan
C
Interview with foreign high school students (IS)
Future Work Reasons
10. Background of Studying Abroad to Japan
• Interviewee A: Interviewee A may actually want to go to American university,
however unless he has obtaining a scholarship, he thinks that going to American
university is not realistic, therefore he went to Japanese university.
• tuition fees at American universities are too high, the annual tuition fees at
American universities are about 27,300 US$ at State universities and about
36,400 US$ at private universities. On the other hand, the annual tuition fees
of Japanese universities is about 500,000 yen (4,545 US$) at national
universities, about 800,000 yen (7,300 US$) at faculty of social science in
private university, 1,000,000 yen (9100 US$) at faculty of natural science and
3,000,000 yen (27,300 US$) at faculty of medical science in private university.
• Interviewee B: Interviewee B was looking for English degree program in East Asia,
which is geographically close, and decided to go Japanese university.
• Interviewee C: Interviewee C can be seen that he went to Japanese university in
order to serve as a bridge between his home country and Japan through working
at Japanese company after graduating from university.
Financial Reasons
Academic Reasons
Future Work Reasons
• Since I was attending an international
baccalaureate school in my home country, I
was thinking about going to an overseas
English degree program from the beginning.
When I was in the second year of IB school
and was worried about my career, my
mother helped me. She can speak,
understand English perfectly and has
experienced to study abroad to current
university, so she was well known. I could
not speak Japanese and never been to
Japan, but I thought my mother will help
after entering to university. Therefore, I
would like to study current university.
11. Career Development Process
Influence of the seniors, friends and mother
A
Interview with foreign high school students (IB)
Mother
• I was not IB students, but I was attending a
high school where many students go on to
overseas universities. When I was worried
about my career, I found out that my friend
elder brother was going to current
university, and I thought that it would be
helpful, so I asked my friend elder brother
to ask for a career consultation on Skype. I
heard from my friend elder brother that
peace education is one of the core
curriculums in current university. As a result
of this, I wanted to go current university as
one of several candidates. However, I was
wondering because there are other places,
I am interested in. (In response to the
interviewer’s question that your mother has
not asked to help in the career to current
university) My mother was 60years old and
cannot speak English, so I have never
consulted on my career.
12. Career Development Process
Influence of the seniors, friends and mother
B
Interview with foreign high school students (GH)
Friend
• I was attending an international school
and most of my friends around me
went to English program. My mother
was participated to JASSO Overseas
Study Abroad Fair, she heard
admission system and university life
about current university and eagerly
recommended. She had experienced
to studying abroad to current university
and she can speak Japanese &
English very well. Moreover, I was
interesting Education, so I checked
there were department of education or
not in current university. There were
department of education, so I decided
to go there.
13. Career Development Process
Influence of the seniors, friends and mother
C
Interview with foreign high school students (IS)
Mother
• Interview A: His mother had experienced to studying abroad to current university,
he listened to the story of his mother, and make a decision to go current university.
His mother had studied abroad to current university and can speak English fluently.
Moreover, when he was thinking to go current university in Japan, compared to his
home country, he feels more anxious about the language and culture, but his
mother give a sense of security, so it also another reason to go current university.
• Interviewee B: She had a friend whose elder brother is enrolled in current
university consulted about her career and the current university became one of
the choices. She was a distant relationship with her friend elder brother, which
may be one of the factors that remain as one of the choices.
• Interviewee C: Similar with interviewee A, my mother had studied abroad to
current university and she can speak Japanese and English fluently. For this
reason, it has been decided that he advanced to current university.
14. Career Development Process
Influence of the seniors, friends and mother
Interview with foreign high school students
Mother
Friend
Mother
• I was attending an international
baccalaureate school, so I would like
to enter English degree program if
possible. Senior of my club activities
were student of current university and
have the opportunity to hear directly
when he come to high school. He can
study both humanities and sciences,
and he can choose major and minor
after admission, so I was interested
current university. However, I think
that it was the mother who influenced
my career development to current
university than senior. This is because
my mother was close to me and
always consulted for career
development. So, I make the first
choice to advance current university.
15. Career Development Process
Influence of the seniors, friends and mother
D
Interview with Japanese high school students (IB)
Mother
• I was attending a general high school, and
my mother is from current university, so I
was asked with my mother about career
development. I heard from my mother that
current university has peace education as
one of the core curriculums. However,
since there were other university related to
international relations in English degree
program, I was honestly wondering
whether or not to go to current university.
My mother’s influences on my career
development may be strong. (In response
to the interviewer’s question that senior or
friends has not asked to help in the career
to current university) I did not ask senior or
friends for consultation. I lived and very
good relationship with my mother, and
English degree program is a Japanese
university, so my mother could understand,
and I asked her.
16. Career Development Process
Influence of the seniors, friends and mother
Interview with Japanese high school students (GH)
EMother
• I was attending an international school
I heard from mother who attended a
briefing session of current university
and students in current university
could study abroad for half a year in
the second year. My mother knows
that I have a desire to study abroad
during university, so it helped me to go
to my current university. I had a good
discussion with my mother and
decided to go.
17. Career Development Process
Influence of the seniors, friends and mother
Interview with Japanese high school students (IS)
FMother
• Interview D: He first learned from the senior of the club about the current
university. But influence of his mother is more strong than senior. He had a close
relationship with his mother and was always consulted. The consulted was
important factor to decided to go to current university.
• Interviewee E: Her mother is from the current university, and she decide to got to
the current university because of her mother’s strong recommendation.
• Interviewee F: He was talked with his mother, and he went to the current
university where he could fulfill his desire of studying abroad during university.
18. Career Development Process
Influence of the seniors, friends and mother
Interview with Japanese high school students
Mother
Mother
Mother
• “ Significant others as socialization effect” also effective in the career development of
Japanese and foreigner high school students to English degree program in Japanese
universities. However, it was clear that the “significant others as socialization effect”
are difference by nationality, high school type, relationship and background.
19. Conclusion, Limitation and Future Research
Nationality & High School Type
Japanese High School Students (General High School,
International Baccalaureate, International School Students)
Relationship & Background
Mother Who are Close Contact
Career Development
English Degree Program
in Japanese University
Nationality & High School Type
Foreign High School Students (General High School Students)
Relationship & Background
Seniors and Friends
Who are Close Contact
Career Development
English Degree Program
in Japanese University
Nationality & High School Type
Foreign High School Students (International Baccalaureate,
International School Students)
Relationship & Background
Mothers with High English Proficiency & Studying Abroad
Experience
Career Development
English Degree Program
in Japanese University
• It is possible to smooth transition from high school include overseas to English degree
program in Japan by discussing with these different significant others.
• As a result of this research, if the number of Japanese and foreigner high school students
enrolled in English degree programs at Japanese universities will increase, it will create
more diverse global universities and expected to contribute to the improvement of world
university ranking such as QS World University Ranking.
➢ Limitation• It is necessary to carry out the interview with target people from more diverse countries and regions. In particular,
it is desirable to be able to ask people other than China, Korea and Indonesia who were interviewing.
• Interviews are required prior to enter to the English Degree Program. Moreover, follow-up one year later on
whether or not you enrolled in English degree program will provide more clear research outputs.
➢ Future Research• It is important to study career development to English degree programs outside Japan.
• It is necessary to conduct research about influence of COVID-19 to career development to English degree
program in Japan.
• Hoshino, T. (2009). Tyousa Kansatu Data no Toukei Kagaku: Inga Suiron Sentaku
Baiasu Deta Yugo, Iwanami Syoten.
• Miwa, T & Tomamechi, N. (2011). Syakaika to Kyoiku Aspiration, Tohoku Daigaku
Daigakuin Kyouikugaku Kenkyu Nenpou, Vol. 60 (1), 1-13.
• Miyoshi, N., Sugihara, T & Nagata, J. (2020). Nihongo Gakou Gaikokujin Koukousei
no Hiroshima Daigaku Shibou Keisei ni kakawaru Kenkyu, Daigaku Nyushi Kenkyu
Journal, Vol. 30, 146-153.
• Miyoshi, N. (2019). Tyugokujin Gaikokujin Koukousei no Nihon no Daigaku he no
Shingaku Koudo, Daigaku Nyushi Kenkyu Journal, Vol. 29: 269-276.
20. Reference